Teaching Research Articles

Leveraging Gamification in Science Learning for Secondary Students

This project aims to study the usefulness of incorporating gamification for science learning, for secondary school students. Ever since, the Science subject has been a hassle to the students, as well as the teachers. Therefore, a web-based system with gamification has been proposed. The waterfall model was chosen as the project's methodology, which consists of planning, analysis, design, implementation, testing, and documentation phases. Firebase was used as the cloud database to ease data storage and analysis. The selection was made to ensure the data from interactive activities such as watching films and doing exercises was securely gathered and used. Students earned points, badges, and were ranked as they performed assignments, adding a competitive element to the learning experience. A usability test was carried out to assess the success of the gamified learning platform using PSSUQ (Post-Study System Usability Questionnaire). The survey participants were chosen randomly from a group of high school students and teachers. After using the gamified website, they were asked to submit feedback by answering 16 constructed questions. Positive feedback was gathered from the survey, as most of the questions recorded mean values between 4.0 and 4.5. Hopefully, this study will provide further information regarding the effectiveness of gamification in learning, particularly in science learning for secondary students.

Exploring distance learning in rural private schools in the Philippines: Challenges, coping mechanisms, and model development

The COVID-19 pandemic brought significant changes to the educational landscape, impacting not only public schools but also private learning institutions. This study explores the experiences of private schools at the administrative and faculty levels, focusing on the challenges encountered and the coping mechanisms employed in implementing distance learning. A descriptive phenomenology research design was used, emphasizing the subjective experiences of private school administrators and teachers. The researchers applied phenomenology to understand the core structure of their experiences in remote teaching and learning, with the goal of informing best practices and guiding potential changes in policies, theories, or responses to distance learning.Private schools faced a range of challenges due to this sudden shift, including insufficient professional preparation for teachers and inadequate technological infrastructure, both of which significantly affected the quality of distance learning. Despite these constraints, school leaders and teachers collaborated to propose strategies for mitigating the impact of these challenges. Key recommendations include prioritizing internet connectivity as a basic project for IT infrastructure with the support of school personnel and community leaders. Additional strategies involve offering diverse teaching modalities, conducting learner assessments, establishing effective communication and feedback systems, practicing efficient time management, fostering positive relationships, demonstrating professional integrity, advocating for ongoing training and simplified instruction, and recognizing the unique value of each learner within their academic environment.

Primary school teachers’ views on language-responsive physical education

Language-responsive teaching aims to promote pupils’ participation opportunities by enabling them to acquire general academic language skills. It is assumed that the acquisition of academic language competencies must be accompanied and supported by the entire school and all school subjects. Yet, the idea of language-responsive Physical Education (PE) seems to be taken up only reluctantly in the current subject didactic and academic discourse. Thus, it is the aim of this article to contribute to bringing this topic into focus. The possibilities and limitations of language-responsive teaching in PE are examined from the teachers’ point of view. Special attention is paid to pupils facing language-barriers, as it is essential for this group to receive extra support to avoid educational disadvantages. Language education in PE has been a rather marginalized topic – much in contrast to the more recent discourse on general education and its crucial role for long-term academic and socio-economic success. It has been argued that the potential for language-building in PE has not been exploited satisfactorily. The observation that the idea of language-responsive PE has received little attention, despite its promising potential, begs the question of possible reasons. The following inquiry therefore investigates the perspectives of PE teachers on language-responsive teaching. The study consisted of 26 qualitative interviews with primary school teachers and aimed to generate insights into the importance attached to language teaching in PE in general (a), and its relevance for pupils’ participation in PE as well as for creating equal educational opportunities (b). Moreover, the study explores subject-specific potentials and challenges for language-responsive teaching faced by teachers with respect to pupils with special needs in language and communication or non-native speakers who have difficulties in understanding the language of instruction (c).

Enhancing science achievement through inquiry activities: the critical role of perceived teacher support

ABSTRACT In science education, scientific inquiry is crucial for developing inquiry skills and constructing scientific knowledge. However, the impact of scientific inquiry activities on student achievement continues to be debated. A number of counterintuitive findings highlight the need to explore the underlying factors influencing the effectiveness of inquiry-based learning. This study employed hierarchical linear models (HLM) to investigate the role of students’ perceived school teacher support in moderating the relationship between inquiry-based science activities and science achievement. The sample used in this study was drawn from Beijing, Shanghai, Jiangsu, and Guangdong in mainland China (B-S-J-G-China). These four provinces participated in the 2015 Programme for International Student Assessment (PISA) as a collective group. The dataset comprised 9,592 students (4,543 females and 5,049 males) from 261 schools. Results revealed a negative correlation between inquiry-based activities and science achievement, indicating that a higher frequency of inquiry-based activities was associated with lower science achievement. However, this association was positively and significantly moderated by the extent of school teacher support. These findings highlight the pivotal role of students’ perceived school teacher support in enhancing the effectiveness of inquiry-based practices and shed light on optimising inquiry-based educational strategies. This suggests that the effective implementation of inquiry-based activities requires the backing of supportive teachers, with broader implications for curriculum design and teacher development in science education.

Innovation in physical education teaching based on biomechanics feedback: Design and evaluation of personalized training programs

Psychometric training is a learning and development process that is tied to the requirements and interests of individual learners. The effectiveness and the fun of workout practices can be greatly enhanced by using more personal methods in training. These programs entail tailoring workouts to the fitness level and aims of every participant, as well as their perception of the workout plans. The suggestion of this investigation is to develop and evaluate the effectiveness of individual physical training for teachers focused on biomechanics feedback. Proper body alignment is crucial during any exercise to avoid injuries and achieve maximum results; it is always difficult to sustain correct posture. For motion tracking and to give real-time biomechanics feedback to the students in this study, a refined convolutional neural network (RCNN) has been presented. Filming was done using high-speed cameras and motion capture systems to capture biomechanical responses, which included joint angle, muscle activation patterns, and body posture during activities. This study involved 158 participants drawn from different learning institutions. This approach offers rational and specific feedback on the postures of the body; it enables people to correct themselves and sustain motivation without engaging a trainer. In this study, participants with different levels of fitness engaged with the interactive system were compared to the traditional training method. The result indicated a positive shift in the delivery of personalized training with biomechanics feedback on the system’s potential teaching aid in physical education classes. The study, thus underscores the importance of technology supporting change in physical education programs to improve the student’s learning experiences and their performance in exercises.

Optimizing Attendance System: Integrating Liveness Detection and Deep Learning for Reliable Face Recognition

The study focuses on using vitality detection and deep learning technologies in the context of facial recognition in an IT presence management project. The combination of deep learning with vitality detection provides a considerable advancement in security and effectiveness. This work integrated vitality-detecting technology with in-depth learning in facial recognition systems. Vitality detection technologies are used to verify the authenticity of persons by examining live indicators such as movements or facial expressions before face recognition. Meanwhile, deep learning is used to analyze and process facial photos correctly by learning from large amounts of data and recognizing facial features in depth. The study data set consists of 1300 photographs of professional school instructors taken with official authority. Model testing and training are carried out in the Google Colab environment, using Python and the Hardy package. The test findings showed an 87% accuracy in face recognition, proving the system's capacity to consistently identify persons and distinguish real from false ones. Furthermore, the performance of Liveness Detection achieves 92% accuracy, as does the integration of Live Detection technology with Deep Learning at 78%.

Project-Based Educational Development Management to Improve Teachers' Creative Skills Through a Differentiated Teaching Approach

This study aims to develop project-based education development management to improve teachers' creative skills through a differentiated teaching approach. The challenges of 21st-century education demand increased teachers' creative thinking skills, which are very important in teaching. This study involved 63 teachers from two high schools in Solo, Central Java, who were selected purposively. The research instrument was a descriptive test that measured teachers' creative thinking skills after receiving materials with the Differentiated Instruction approach. The development of this model used the 4D approach (Define, Design, Develop, Disseminate), which aims to ensure the validity, practicality, and effectiveness of the model's application. The results showed that applying a differentiated teaching approach significantly improved teachers' creative thinking skills compared to conventional teaching methods. This increase was more visible in the group of teachers with middle and upper ability categories, while in the lower ability category, no significant increase was found. These findings indicate that a differentiated teaching approach, combined with a project-based learning model and the 4D method, can effectively develop teachers' creative skills, so it is expected to improve the quality of teaching in schools.

Mapping TPACK Competency among Life Sciences Teachers in Rural and Marginalised Secondary Schools: A Descriptive Analysis

This descriptive study assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in rural and marginalized schools. The study was guided by Koehler and Mishra’s (2006) TPACK framework as its theoretical lens. Data gathered through questionnaires from 235 teachers in the Eastern Cape province, South Africa, was analysed using descriptive statistical analysis. The results unveiled a prevalent low level of TPACK competency among respondents. Moreover, an examination of individual TPACK domains, a significant mastery in non-technology-related areas such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK) surfaces, underscoring the pivotal role of teaching experience in fostering foundational knowledge. Despite competency in these traditional domains, a distinct gap emerges in technology-related TPACK domains, including technological knowledge (TK), technological pedagogical knowledge (TPK), and overall TPACK competency. This research addresses a critical gap in educational literature by spotlighting the often-overlooked population of rural school teachers. It recommends tailored professional development initiatives to enhance teachers’ overall TPACK competency and enable them to effectively utilise technology in their teaching, thereby facilitating enhanced learning experiences.

Professional agency in the classroom and burnout among early career teachers in China

The aim of the present study is to investigate early career teachers’ professional agency in the classroom. In addition, the association between early career teachers’ professional agency in the classroom and the burnout they experienced was examined. In this study, 779 early career teachers, teaching in primary and junior secondary schools in China, responded to the study survey in 2021. The Mplus statistical package (version 8.4) was used to conduct the analysis and the data were analyzed using structural equation modeling. The results indicated that early career teachers’ professional agency in the classroom consists of three elements: motivation, self-efficacy beliefs, and skills to manage new learning, which entails building a collaborative environment by transforming teaching practices and reflection in the classroom. The results also showed that early career teachers’ professional agency in the classroom was negatively related to their burnout.

Implementation and Effectiveness of a Nurse-Led Oral Hygiene Program for Schoolchildren: A Quasi-Experimental Study.

Good oral hygiene is essential for schoolchildren's well-being. However, lack of knowledge, negative attitudes, and poor oral hygiene practices may predispose to oral-related diseases. This study aimed to examine the effectiveness of a nurse-led oral hygiene program on schoolchildren's knowledge, attitudes, and practices. A quasi-experimental design with pre-and-post-test was used. Using the convenience sampling technique, we recruited 400 schoolchildren, aged 11-12 and in grades 5-6, from two primary schools in Egypt. The study was conducted from September 2022 to May 2023. The Oral Hygiene Program served as the primary intervention. This program contains health education topics (e.g., the importance of oral hygiene, techniques for effective tooth brushing, and dietary choices that promote dental health). Three visits were conducted (Visit 1: introduction of the program purpose and objectives and pre-test scores collection, Visit 2: implementation of oral hygiene topics, and Visit 3: post-test scores collection). We used three self-report instruments (Oral Health Knowledge Questionnaire, Hiroshima University's Dental Behavioral Inventory, and Oral Health Practice Questionnaire) for pre- and post-test. Paired T test and Pearson correlation analysis were used for data analysis. After the intervention program, the oral hygiene program effectively enhanced schoolchildren's knowledge, attitudes, and practices. The post-intervention mean scores were 7.83±0.488 (knowledge), 6.63±1.7 (practices), and 9.33±1.1 (attitudes). High statistically significant differences were noted between schoolchildren's oral health knowledge, attitudes, and practices before and after implementing the program (p=0.000). There were enhancements in the level of knowledge, with improved positive attitudes and satisfactory practices among schoolchildren after the implementation of the oral hygiene program. Integrating oral hygiene programs into the general curriculum in primary schools and training school nurses, caregivers, and teachers in implementing oral hygiene programs could improve oral health knowledge, attitudes, and practices for preventing oral problems.

Emotional Intelligence and Study Habits as Predictors of Online Learning Motivation of Students in Filipino

The study aims to predict the level of emotional intelligence, study habits, and their significant influence on the online learning motivation of students in Filipino. Analysis was conducted on data collected from 251 STEM students in selected public Senior High Schools who still opted for online learning as delivery of instruction. The study used a quantitative research design and applied a descriptive-correlational technique. Meanwhile, the adopted survey questionnaire was validated and used to gather the data needed for the study. Results revealed through weighted mean that the level of emotional intelligence, study habits, and online learning motivation of students in Filipino were high. With the help of regression analysis, results proved that there was a significant relationship among variables. Thus, the study also showed that learners with high levels of emotional intelligence and study habits significantly influenced their motivation to learn in an online environment, which results in academic success. These findings indicate that a strong foundation in emotion and systematic study habits in learning plays a vital role in sustaining motivation and acquiring knowledge online. Therefore, students will be more engaged in an online learning environment and will be encouraged to learn intrinsically when their emotional intelligence and study habits are well-established. School management, teachers, and institutions can use these findings to understand, support, and make interventions for the development of motivation in the modern way of learning in the online world.

Teacher epistemic curiosity: how principal–teacher conversation supports it

PurposeThe purpose of this study was to introduce teacher epistemic curiosity for student learning into the leadership literature and to determine if school principals can support it. The inquiry was organized by the following research question: In what ways can principal–teacher conversations support teacher epistemic curiosity for student learning? The research question guided the review of literature on epistemic curiosity, eventually leading to the leadership practice of transformative leadership conversation (TLC). A hypothesized model on the relationship between TLC and epistemic curiosity for student learning was advanced from research on student and employee curiosity and self-determination theory.Design/methodology/approachThe hypothesized model was tested with a correlational research design. Teacher survey data were collected in December 2023 from a random sample of certified public school teachers from a metropolitan area in a southwestern state of the USA. Usable survey responses were received from 2,022 teachers, resulting in a 55% response rate. The hypothesized model was tested with structural equation modeling in AMOS 28 using robust maximum likelihood estimation. The latent models include measurement and structural components.FindingsResults confirm the hypothesized relationships among TLC, need-satisfaction and teacher epistemic curiosity. TLC and need-satisfaction both had strong, direct relationships with teacher epistemic curiosity for student learning. TLC explained approximately 20% of the variance in teacher curiosity and need-satisfaction explained approximately 18%. The combined model accounted for approximately 55% of the variance in teacher epistemic curiosity.Originality/valueThe study emerged from robust evidence on the essential function of curiosity for knowing, learning, performance and life well-being, as well as limited research on social processes that leaders can leverage to stimulate teachers’ motivation to understand how their students learn. Curiosity is an inner energy behind learning; it fuels an innate drive to explore, know, create, design and adapt to our surroundings. Schools and classrooms come to life when teachers and students engage in learning from a place of curiosity, making this motivational resource worthy of leadership attention.

Turning Science Lessons Inside Out: Professional Development for Elementary School Teachers' Outdoor Instruction

Despite the growing field of research focusing on the benefits of learning science in the outdoors where students have direct connections with the natural world, teachers report that challenges such as time and test preparation discourage outdoor science instruction. Additionally, many teachers feel ill-equipped and a lack of support from administrators to teach science and enact outdoor instruction. We present research collected during a series of professional development workshops at two elementary schools designed to help teachers recognize the potential for teaching science outdoors and provide strategies for adapting their existing lessons to include schoolyard experiences. Through observation and interview data with teachers and school leaders, we document teachers’ views of and experiences with outdoor teaching and learning. Interview data document four major themes that include teachers’ outdoor experiences, outdoor connections with science and other subjects, benefits and barriers of outdoor teaching and learning, and teachers’ impressions of students and outdoor science. While teachers report that the year-long professional development experience provided a strong introduction to outdoor instruction, they need continued support to enact authentic science instruction situated in the schoolyard.

The Practicality of E-Module Indonesian Language Based on Contextual for Students of Elementary School Teacher Education

This study aims to analyze the practicality of the Indonesian language E-Module of based on contextual for Elementary School Teacher Education students of Muhammadiyah University of Makassar in the learning process. The method used in this study is a type of research & development research using the 4-D (Four-D) development model, which consists of 4 stages of development, namely define, design, development, and disseminate. With a research sample of 50 Elementary School Teacher Education students and 3 samples of lecturers at Muhammadiyah University of Makassar. Data collection techniques using lecturer response questionnaires and student response questionnaires. The data analysis technique used in this study is descriptive analysis. Based on the results of the study, it shows that the implementation of the Indonesian language E-module for general basic courses based on contextual practice is used, this can be seen based on the results of the lecturer response questionnaire with an average value of 100%, 92%, 83% with the category of very practical, and student responses with an average value of 85%, 86%, 88%, 89%, and 91% with the category of very practical. So, it can be concluded that by implementing the Indonesian language E-module for general basic courses based on contextual practice for students, it is very practical to use in the learning process.

Language teacher emotional intelligence: A scoping review

The current study reviewed and synthesized empirical research on foreign/second language teacher emotional intelligence (EI) using a scoping review approach. Specifically, 15 articles published between 2018 and 2024 were included and analyzed with a particular emphasis on the theoretical perspectives, research themes, research background, and methodologies. The results indicated that there were a variety of models and theories in language teacher EI research, with the trait EI model and theories of self-efficacy and emotion regulation receiving the most attention. Moreover, most reviewed studies regarded language teacher EI as an independent variable or antecedent, examining its impact on other individual and environmental variables. Underdeveloped regions, other target languages apart from English, multilingual teachers, and primary or secondary school teachers haven’t received much attention in the included articles. Additionally, homogenization in research design among these studies was noticeable, with quantitative studies, cross-sectional design, and self-reported questionnaires being prevalent. Finally, implications were provided based on these findings for the further development of language teacher EI.

Exploring and comparing central mental health problems between rural primary and secondary school teachers—insight from a large sample symptom network analysis

Exploring and comparing central mental health problems between rural primary and secondary school teachers—insight from a large sample symptom network analysis

Primary School Teachers’ Attitudes, Perceptions and Self-Efficacy Regarding Students With Special Educational Needs: A Comparative Study of the Education Systems in Slovenia and Kosovo

The purpose of this paper is to explore teachers’ attitudes, perceptions and self-efficacy regarding students with special educational needs in Slovenia and Kosovo, as well as to identify the similarities and differences between the two education systems in terms of inclusive practices. Quantitative data were collected from a sample of teachers working in grades 1–5 of primary schools in Slovenia (n = 258) and Kosovo (n = 255). The data were gathered using the Sentiments, Attitudes and Concerns about Inclusive Education scale and the Teacher Efficacy for Inclusive Practice scale and analysed using SPSS version 21.0. The findings indicate higher means of samples in both Slovenia and Kosovo in negative sentiments, attitudes and perceptions regarding inclusive education, while statistically significant differences were identified in attitudes and other factors, such as age, gender or teaching experience with students with special educational needs. Teachers in Slovenia and Kosovo scored higher in self-efficacy, which is negatively correlated at a significant level with sentiments, attitudes and perceptions regarding inclusive education.

Barriers and Strategies for Utilizing School Outdoor Spaces: Exploring the Experiences of High School Teachers in the Southeastern U.S.

School outdoor spaces provide many mental and physical benefits for students. Yet, teachers may not have the opportunity to conduct lessons in these outdoor spaces due to personal or systemic barriers. While K-8 teachers’ perceptions of barriers have been well explored, there is currently a lack of research investigating high school teachers’ perceptions. This study used an online survey to explore the barriers and strategies of 154 high school teachers in using their schools’ outdoor spaces. These results showed that there were differences between barriers from previous studies that could affect how high school teachers overcome them. Knowing these barriers and some strategies teachers have used to overcome them can play a major role in increasing the use of school outdoor spaces to meet the needs of today’s high school students.

Assessment of Informatics Competency Among Nursing Faculty Members and Its Application in Educating Nursing Students at Abadan Nursing Faculty

Background: Nursing informatics in educational activities can serve as a strategy to bridge the gap between clinical practice and nursing education programs. Objectives: This study aimed to assess the informatics competency of nursing faculty members and its application in educating nursing students at Abadan Nursing Faculty. Methods: This descriptive-analytical research was conducted in 2023 at Abadan Nursing Faculty. The sample consisted of 73 faculty members from the nursing, operating room, and anesthesia departments, who were included in the study through census sampling. Data collection was performed using the standardized Nursing Informatics Competency Assessment Tool (NICAT) and an electronic teaching aids checklist. Data were analyzed using SPSS version 18, with independent t-tests, one-way analysis of variance (ANOVA), and Pearson’s correlation at a significance level of P < 0.05. Results: The mean score of faculty members’ nursing informatics competency at the Nursing Faculty was 110 out of a maximum of 150, placing it within the proficient range. The highest score for nursing informatics competency was related to the informatics literacy dimension (47.65), while the lowest was related to the information management skills dimension (19.54). Information management skills (r = 0.881, P < 0.001), computer literacy (r = 0.871, P < 0.001), and informatics literacy (r = 0.976, P < 0.001) were significantly correlated with nursing informatics competency. Faculty members reported the highest use of multimedia content development (mean score = 4.19) and the lowest use of robotic surgery (mean score = 1.71). Conclusions: Faculty members’ informatics competency was reported to be at a proficient level. However, due to advancements in technology and transformations in nursing care, it seems necessary to improve nursing faculty members’ abilities in all aspects, particularly in the information management skills dimension. It is recommended to hold faculty development programs regarding the integration of technology into the curriculum to elevate the quality of education.

Semiotically deconstructing parental and adolescent failed communication: It’s not what they’re saying, it’s their words

Language change and creativity among adolescent language use, is nothing new. However, teachers in schools and parents in homes continue to feel left out of the linguistic figured world of the youth that they teach or raise, often leading to either perceived or real failed communication. In this study I offer a thoughtful and perhaps unique social semiotic analysis of the process and motivation for youth creation of new words or the resemanticization of existing words. Understanding the need for youth to create their own linguistic worlds for acceptance into social worlds has less to do with creating a barrier between them and their parents or teachers and more to do with positive identity development, could be the key for unlocking positive communication with the adults in their lives. Within, I put forth the idea that there exist purposeful in-groups and out-groups, of which the out-groups can be further divided into desirable and un-desirable out-groups. It is important to uncover the different affordances of existing terms and to create inventories of new terms and their synchronic meanings and possible diachronic evolution, in order for parents to understand the motive and need for youth creativity with language. Accepting the possibility, that youth are simply constructing and describing the world around them, changes the paradigm of parental-adolescent communication from a gulf or abyss to a potential bridge or a passageway connecting the two worlds.